1 Hook and guided practice: Ask students to name as many endangered species as they can.
Write the following question on the board: How many endangered species do you know of. Have students think-pair-share
Explain to students that they will be researching an endangered species of their choice using the website Encyclopedia of Life and creating a mini presentation using Speech Journal.
Have students work alone or in pairs depending on their needs.
Have students sign out then model on an LDC screen how to navigate the website and log into the Speech Journal (I may be better if students have a log in prior to the lesson and be familiar with the application as this will make the lesson run more smoothly).
Once students are comfortable with the website give them time to choose an endangered species. Then record students choices in a chart.
2 Guided Practice
Once students have selected their endangered species hand out guidlines and explain what specifically they should research:
Name, Ecology, Physical Description, Life History, Behavior, and Conservation
Tell studenst that for the Journal they must create a script that includes these items along with at least 3 pictures
Students will researh specific things about their chosen species and locate at least 3 pictures to create a script that they will use to create narration in their speech journal.
Students will present their speech journals to the class or to a partner
Key Standards Supported
|W.4: Research to Build and Present Knowledge|
|W.4.7||Conduct short research projects that build knowledge through investigation of different aspects of a topic.|
|W.4.8||Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.|
|W.4.9||Draw evidence from literary or informational texts to support analysis, reflection, and research.|
|W.4.9a||Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).|
|W.4.9b||Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).|